Hylton Red House Nursery School Birth to Three Provision

Hylton Red House Nursery School Birth to ThreeProvision
Unique reference number (URN): 2802698
Address: Rotherham Road, Sunderland, Tyne and Wear, SR5 5QL
Type: Childcare on non-domestic premises
Registered with Ofsted: 05/09/2024
Registers: EYR
Registered person: Hylton Red House Nursery School
Inspection report: 3 June 2026
Exceptional
Strong standard
Expected standard
Needs attention
Urgent improvement

Strong standard
Safeguarding standards met
The safeguarding standards are met. This means that leaders and/or those responsible for
governance and oversight fulfil their specific responsibilities and have established an open
culture in which safeguarding is everyone's responsibility and concerns are actively
identified, acted upon and managed. As a result, children are made safer and feel safe.
How we evaluate safeguarding
When we inspect settings for safeguarding, they can have the following outcomes:
Met: The setting has an open and positive culture of safeguarding.
Not met: The setting has not created an open and positive culture of safeguarding. Not all
legal requirements are met.
Achievement Strong standard
Children achieve well across all areas of learning. They arrive ready to learn, settle quickly
and benefit from enjoyable, focused learning experiences in nursery. Children develop a
wide vocabulary. They enjoy conversations with staff, which strengthen their communication
skills. They enjoy stories and listen with interest, developing attention skills and increasing
levels of concentration that prepare them well for later learning. They gain a deep
understanding of numbers and their values, and use counting and comparing quantities
reliably in their play.
Children make particularly secure progress in their personal, social and emotional
development. Those with special educational needs and/or disabilities make sustained
progress from their starting points, particularly in their confidence and social skills. Children
known, or previously known, to social care benefit from close attention. Meaningful bonds
with familiar staff help them to swiftly develop emotional resilience and a strong sense of
belonging. This security enables them to join in with confidence, manage their feelings, build
positive relationships and take part in learning with increasing independence. All children
develop a solid foundation of skills and knowledge that prepares them very well for later
learning.
Behaviour, attitudes and establishing routines Strong standard
Leaders have established clear routines that help children to feel safe and ready to learn.
For example, consistent and familiar key staff greet children into a 'welcome group' at the
start of each session. This helps children to settle quickly and easily into their day, knowing
what to expect when they arrive. Staff use simple, consistent prompts for positive behaviour
that children understand. Their firm but fair approach ensures that children learn right from
wrong and helps them to learn about consideration for others, respect and responsibility.
Children behave well and move smoothly between activities.

Children show positive attitudes to learning. They join group activities with confidence and
remain settled outdoors, where they explore and engage in their play with interest. Staff use
timetables and visual prompts to help children to understand what comes next, which
supports children who need more structure particularly well. Staff adjust their approach to
match children's stage of development, which helps children stay involved, even when their
attention spans vary.
Leaders are diligent in promoting regular attendance and punctuality. Their consistent
messages lead to steady improvements and help families to establish habits for attending
regularly, and on time, in readiness for expectations in school.
Curriculum and teaching Strong standard
Leaders have established a curriculum that is thoughtfully designed and clearly understood
by staff. Children build knowledge and skills, across all areas of learning, over time.
Activities are well sequenced and purposeful, and staff model new skills with clarity and
precision. Children have repeated opportunities to practise, which helps them to remember
what they learn and deepen their understanding. The curriculum is inclusive. Children with
special educational needs and/or disabilities and other barriers to learning receive
thoughtful, well-matched support that enables them to take part and learn alongside their
friends.
Teaching is highly effective. Staff communicate with children in ways that genuinely
strengthen learning. They model language clearly, give children time to think and respond,
and weave new vocabulary naturally into play. They encourage mathematical learning
through meaningful experiences, such as counting snack pieces or exploring capacity
outdoors. Children benefit from a rich range of activities across all areas of learning, and
staff tailor these carefully so that each child receives exactly what they need at their stage of
development.
Learning extends seamlessly outdoors. Staff use children's curiosity about nature to build
their understanding of the world and to strengthen early language and thinking. They stay
close to children who need support and adjust their approach so that all children remain
involved. Staff respond to children's interests and adapt their approach so that learning
remains relevant, motivating and joyful.
Inclusion Strong standard
Leaders place inclusion at the centre of their work. Staff identify children's needs quickly
through close observations, particularly when children first start. This helps staff to swiftly
explore and address emerging concerns in development or wellbeing so that support can
begin early. Children with special educational needs and/or disabilities are supported well.
Staff adapt activities so that children can take part at a level that suits their confidence and
ability, including those who are not yet ready for more challenging movements in group
sessions. They provide individual support, for example, by sitting close to group activities
with children who are not yet ready to join in. This helps to ensure that all children remain
included and build confidence at their own pace.

Expected standard
Staff build in extra support for children who need it in clear, well-planned steps. Leaders
maintain strong partnerships with external agencies and prioritise early support for the most
disadvantaged children. Families receive timely help, including signposting to wider services
when needed.
Staff celebrate every child as an individual. They know what is important to children and
their families and reflect this in the environment and daily routines. This helps children to
feel valued and develop a strong sense of belonging.
Leadership and governance Strong standard
Leaders have an in-depth knowledge of the needs of the children and families who attend
and a clear understanding of the challenges they face. Governors challenge leaders
appropriately. They demonstrate the same firm commitment to high-quality care and
learning, with a clear, shared focus on inclusion and disadvantage. They are actively
involved in ensuring that children's needs remain central to decision making. Leaders
maintain strong, well-established partnerships with external agencies and professionals,
ensuring children and families receive timely support and that specialist advice informs
nursery practice. Leaders scrutinise their provision and respond promptly when refinements
are needed. Their swift action, clear oversight and deep understanding of their provision
demonstrate highly-effective and strategic leadership. They are strengthening systems to
support children's food and drink needs, though more time is needed to embed these
arrangements and to monitor the impact on children.
Staff wellbeing is a priority. Staff receive consistent support through supervision, coaching
and modelling, which helps them feel appreciated and confident. Leaders are mindful of
workload and organise routines so that staff can carry out their roles effectively. Staff access
a wide range of carefully planned professional development, which has a positive impact on
children's outcomes. For example, targeted training has helped staff to significantly improve
children's confidence and abilities in their language development.
Leaders maintain highly effective relationships with parents and the wider community.
Partnerships with parents are well established from the outset, for example, through home
visits and frequent family activities in the nursery. Parents say they truly feel a part of the
nursery family. They help leaders to review and refresh the aims and core values of the
provision. Families are closely involved in assessments and planning for their children's
learning, which strengthens continuity between home and nursery and supports children's
progress.
Children's welfare and wellbeing Expected standard
Leaders and staff strive to provide high-quality, safe care for every child. Staff offer warm,
responsive interactions that help children to feel secure and valued. Children are confident
to seek comfort when they need it and develop emotional security through consistent
relationships with familiar, nurturing staff. Staff encourage children's independence, such as

getting belongings, putting tissues in the bin and pouring drinks, which helps children to
develop confidence in their self-help skills. Children enjoy the freedom of the outdoor area,
where they relax, explore and show positive attitudes to learning. Staff are highly attentive
and offer children consistent, warm support and praise, which supports their confidence and
sense of achievement.
While staff are highly attentive and promote children's wellbeing securely in other aspects of
their care, occasionally the systems for noticing when children may need something to eat
or drink, outside of scheduled snacks and meals, are not applied consistently across the
day. This can occasionally affect children who are not yet able or confident to ask or help
themselves. Leaders are aware of this and are working with staff to embed new
arrangements, exploring ways to ensure staff consistently meet children's nutritional needs.
Close supervision, including during meals and sleep times, helps to assure children's safety.
Leaders have clear arrangements to respond if they have concerns about a child's welfare.
They signpost families for early and appropriate support so that any issues do not escalate
and children's wellbeing is protected.
What it's like to be a child at this setting
Children arrive happily and settle quickly into familiar routines. They feel secure with the
staff who care for them. They form warm relationships and move confidently between
activities, showing that they feel safe. Children enjoy learning and take part with enthusiasm,
for example ,while exploring the garden looking for butterflies or pouring and emptying
containers with clear enjoyment. Staff stay close and use these moments well, modelling
language, counting and introducing new vocabulary so that children hear and understand
words used in meaningful ways. Children build early writing skills, such as through
purposeful mark making, and develop physical strength and control through plenty of
opportunities for active, physical play.
Children benefit from a carefully planned curriculum that supports them to build successfully
and consistently on what they know and can do. Those who face barriers to their learning,
and those who have special educational needs and/or disabilities, grow in confidence,
progressing from watching at the edge of the group to joining in alongside their friends.
Children who speak English as an additional language benefit from consistent support that
helps them to communicate and understand routines. Close observations, when children
first start, help staff to notice any concerns quickly so that support can begin early.
Staff celebrate what matters to each child and their family, and this helps children to see
themselves reflected in the nursery. This contributes to children's deep sense of belonging.

Inspector:
Clare Wilkins
About this setting
Unique reference number (URN): 2802698
Address:
Rotherham Road
Sunderland
Tyne and Wear
SR5 5QL
Type: Childcare on non-domestic premises
Registration date: 05/09/2024
Registered person: Hylton Red House Nursery School
Parents describe staff as 'phenomenal' and speak highly about the support both their
children and they themselves receive. Children play alongside their friends and are included
in all aspects of the day. They enjoy conversations with staff, respond quickly to simple
prompts and move calmly between activities. Children show positive attitudes to learning,
even when their attention spans vary. Outdoors, children relax, explore and show
confidence in their play. Children show that they feel valued and ready to learn each day.
Next steps
Leaders should continue to embed arrangements for meeting children's nutritional needs
and strengthen how staff teach children about the importance of drinking water, so that
practice becomes more consistent.
About this inspection
The inspector spoke with leaders, staff, children and parents during the inspection.
We carried out this inspection under sections 49 and 50 of the Childcare Act 2006 on the
quality and standards of provision that is registered on the Early Years Register. The
registered person must ensure that this provision complies with the statutory framework for
children's learning, development and care, known as the early years foundation stage.

Register(s): EYR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00
Local authority: Sunderland
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 3 June 2026
Children numbers
Age range of children at the time of inspection
2 to 3
Total number of places
42
Our grades explained
Exceptional
Practice is exceptional: of the highest standard nationally. Other settings can learn from it.
Strong standard
The setting reaches a strong standard. Leaders are working above the standard expected of
them.
Expected standard
The setting is fulfilling the expected standard of education and/or care. This means they are
following the standard set out in statutory and non ‑ statutory legislation and the professional
standards expected of them.
Needs attention
The expected standards are not met but leaders are likely able to make the necessary
improvements.
Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of
education and/or care.
The Office for Standards in Education, Children's Services and Skills (Ofsted) inspects
services providing education and skills for children and learners of all ages, and inspects
and regulates services that care for children and young people.
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